The impact of a classroom intervention on grade 10 students' argumentation skills, informal reasoning, and conceptual understanding of science
The literature provides confounding information with regard to questions about whether students in highschool can engage in meaningful argumentation about socio-scientific issues and whether this process improves theirconceptual understanding of science. The purpose of this research was to explore the impact of classroom-basedargumentation on high school students’ argumentation skills, informal reasoning, and conceptual understanding ofgenetics. The research was conducted as a case study in one...[Show more]
|Collections||ANU Research Publications|
|Source:||Journal of Research in Science Teaching|
|Access Rights:||Open Access|
|Venville_et_al-2010-Journal_of_Research_in_Science_Teaching.pdf||370.96 kB||Adobe PDF||Request a copy|
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